10 Challenges: Limited ResourcesChallenge: What to fund?Education and Industry orNeeds of the underservedCompete for limited resourcesNeeds of the UnderservedEducational and Industrial Enterprises

11 Opportunities Needs of the underserved offer opportunitiesEducational and Industrial EnterprisesNeeds of the UnderservedNeeds of the underserved offer opportunitiesSolutions improve lives of fellow citizens

14 Characteristics of Service-LearningAcademically-based – tied to learning within an academic course.Service – students participate in service for the underserved in a community.Reciprocity – Mutual needs, mutual respect, mutual learning.Reflection (Analysis) – Students reflect (analyze) on their experience and learning.Have a conversation about “underserved” --Brief S-L bibliography in binder, Tab 2

15 Research: Enhanced LearningA similar phenomenon occurs when students are able to marshal a body of knowledge to solve problems presented in class but fail even to see a problem, much less the relevance of what has been learned, in a different setting. The new situation does not provide the cues associated with what has been learned; the “key words” from the classroom are not present in the wider environment. A service-learning student will have more ways to access this understanding. – Eyler and GilesLearners of all ages are more motivated when they can see the usefulness of what they are learning and when they can use that information to do something that has an impact on others – especially in their local community – Bransford et al., How People LearnNeed a better slide to characterize service-learning!

16 Learning Design Design is messy The Design Process as a full cycleInvolving peopleThe Design Process as a full cyclePhase are often skipped in traditional coursesEPICS provides an opportunity for start-to-finish designProblem definitionDesign for x-abilityWorking designs for fielded projectsSupport for fielded projectsRedesign for second generation systemsDesignProcessTraditionalCourse

17 Why Community Projects?Real projects: start-to-finish design – problem definition, specifications, version control, sustainability, design/coding standards, rigorous testing, reliability, maintainability, safety, satisfying a customer, accountability, prideWhen you are teaching design. These aspects are very difficult to teach in traditional courses.A different view of engineering and computingThe university as citizen

18 Link to Research Summary included in the IJEE Paper (add details)Learning ReportedTeamwork, Communication, Leadership, Technical Skills, …Quotes from course evaluations“Other engineering courses only directly benefit me. EPICS benefits everyone involved.”“Working on this project has helped me guide the rest of my course work and ideas for a future profession.”“It made me understand how every aspect of engineering (design, implementation, team work, documentation) come together.”“No longer is engineering just a bunch of equations, now I see it as a means to help mankind.”“Opened my heart.”Present summary data from the paper (Coyle, Jamieson and Oakes, 2005)Table 2Teamwork, Communication, Leadership main types of learning reported by students in EPICS

19 EPICS and WomenResearch on science education suggests that “context” is important to women students.NAE Changing the Conversation Report : “Because dreams need doing…”20% of ECE & ME EPICS students are women, compared to 11% of ECE & ME students overall33% of CS EPICS students vs. 11.5% in CS overallFrom Coyle, Jamieson and Oakes 2005

20 Check this data—update from Ford Impact: Students & CommunityStudent Retention – PurdueParticipants retained at higher rates in engineering and computer scienceCommunity Awareness - National77% of students indicate that EPICS had a positive impact on their awareness of the communityCommunity Partners Survey - National90% satisfied with partnership (10% neutral)60% report increased understanding of engineeringRework this section—check Carla’s preserntation

21 Alumni Investigation (2011-2012)528 alumni completed a survey and > 84% said EPICS contributed to their ability to:function in a team environment.work with people from very different disciplines.demonstrate leadership in a team environment. Comments Included:“EPICS was a wake up call to the real world. Not only did it provide me with valuable experience, but it changed the way I viewed my education“Through EPICS I have learned how to listen to the needs of people and to try to use my skills to meet their needs.”“My rapid promotion is a direct result of the leadership skills gained through EPICS. I am now pursuing an MBA at an elite school, and I attribute it all to EPICS.”Alumni investigation

22 Core Values of EPICS Academic credit forLong-term, team-based design projectsSolving technology-based problems in the communityMulti-year partnerships with not-for-profit community organizations to fulfill mutual needs:Significant design experiences for studentsProviding community organizations with access to technology-based solutionsCommunity partners who assist the student teamsUnderstand community needsProvide a meaningful context for designWork with the teams through definition, development, and deploymentWith no remuneration to the EPICS programTransition before this---introducing dissemination

27 Sample Projects: Human ServicesChemical sensing devices for local drug enforcement agencies and first respondersCustomized software solutions for not-for-profits or NGO’sFlashFood – app to link restaurants and community service organizationsHabitat for HumanityDesign of energy-efficient and sustainable homes in Indiana and HaitiWorkshops forconstruction managersDisaster relief homedesigns

31 Projects: Human ServicesDesign chemical sensing equipment to help and protect local law enforcement in their work to inhibit drug making laboratories.The Habitat for Humanity team completed design of an energy efficient home using technologies that can be incorporated in standard home design.

37 Partnerships Finding Partners can be easy Campus resourcesChallenge to startFlood of opportunities once get startedCampus resourcesOthers working with the community? Service-learning or volunteer office?Faculty colleaguesCentral organizationsUnited WayHabitat for Humanity

39 Reflection/worksheet QuestionWhat are the most compelling needs and significant strengths in your…Course(s)Department/unitCollege or UniversityCommunityTable---initiatives vs. where does EPICS fit – share in small group/report out from some

40 EPICS has the potential toIntegrating the CurriculuminnovationdesignresourcefulnessethicsteamworkcommunicationTIMECONTEXproblem solvinganalysisengineeringfundamentalssciencemathematicsEPICS has the potential torealize newefficiencies in theengineeringcurriculumCut this slide

41 What Makes EPICS Work? Close partnerships Long-term commitmentsAlignment with academic and industry objectivesBenefits to multiple stakeholdersThe idea: making a differenceKeep/modify?

42 Reflection/worksheet QuestionWhich of the needs/issues listed in Question #2 could an EPICS or EPICS-style program help to address?Move to later in presentation

49 Human-Centered DesignInteractions with CommunityCommunications at all stages

50 Managing the Decoupled TimescalesStudent LearningStudent LearningSemester/QuarterSemester/QuarterSemester/QuarterProjectProjectCurriculum and Assessment Goals:Facilitating and assessing the student learning for the semesterEnsuring project continuity

51 EPICS Course Outcomes1. Application from the discipline to the design of projects2. Understanding of design as a start-to-finish process3. Identification and acquisition of new knowledge4. Awareness of the customer5. Functioning on multidisciplinary teams contributions from other disciplines6. Effective communication with different audiences7. Awareness of professional ethics and responsibility8. Understanding of role of discipline in social contextsi. applies material from their discipline to the design of community-based projectsii. demonstrates an understanding of design as a start-to-finish processiii. an ability to identify and acquire new knowledge as a part of the problem-solving/design processiv. demonstrates an awareness of the customer in engineering designv. demonstrates an ability to function on multidisciplinary teams and an appreciation for the contributions from individuals from other disciplinesvi. demonstrates an ability to communicate effectively with audiences with widely-varying backgroundsvii. demonstrates an awareness of professional ethics and responsibilityviii. demonstrates an appreciation of the role that their discipline can play in social contexts

59 Lectures Introductory Lectures (5): New students Introduction to EPICSHuman-Centered DesignPhilosophy of Human-Centered DesignIntroduction to Design Tools and ResourcesConnecting design process to their projectEthics (and Social Responsibility)Critical/reflective thinkingLecture Schedule: See “Course and Curriculum” Tab

62 Human-Centered DesignInteractions with CommunityCommunications at all stages

63 Human-centered Design: Basic PrinciplesEarly focus on usersDesigning for and with usersEmpirical measurement and evaluationIterationWho are the stakeholders?What information is important?What are effective ways to elicit information and communicate with stakeholders?How will you measure whether design goals are met?How and when are stakeholders involved in the process? Which ones are involved?See Gould and Lewis63

64 Human Centered Design Formal/Informal Interviews Persona ScenariosFocus groups– interviews with multiple peoplePersonaPrototypical user, described in detailScenarios“before and after” stories using your productFocus on the user’s need and how their life might be improvedRole-playing: put yourself in the user’s shoes, chair, and/or spaceEmpathic modeling: Simulating the sensory/ motor/ cognitive constraints

65 Prototypes Prototyping….rough, quick, very iterativeIDEO working with Gyrus ACMI to design new apparatus for operating on delicate nasal tissuesPrototype:

66 Promoting Negotiation and IterationRepresentations promote feedback that promotes negotiation and appropriate iterationVisual – drawings, sketches, CADFunctional – mock up or prototypeIntermediate or componentPartial prototypesCommunity partners who do not have the answersThey know when they “see” it

67 Design DocumentationProvides a comprehensive and detailed description of the project design. Intended audiences:New team membersReviewers, advisors and TA'sOngoing team membersFuture team membersProject Partner and other stakeholdersTemplate organized by design process phases, most current in frontIncludes “project management” information (e.g., timeline, transition information, team members)ImproveTools and templates are provided, can be customized by advisors and studentsPros cons of templates

68 Design ReviewsCompleted twice during the semester – Week 7 and Week 14/15Take place during regularly scheduled lab time (110 minutes)EPICS invites externally reviewers who often review several teams during the dayTeams invite reviewers who are relevant to project (e.g., someone with specific expertise, project partner, expert)Important for both student and project perspectiveCarla will modify

69 Reflection Encourage as part of regular practiceWeekly prompt questions during lab/lectureCritical approach to designFinal reflection at the end of the semester:What did I learn?How did I learn it?Why does this learning matter?What will could I or others do in light of this learning?Source: Ash, S. L., Clayton, P. H., & Moses, M. G., Clayton. (2009). Learning through critical reflection: A tutorial for service-learning students (instructor version). (pp. 4-5 through 4-7)

70 Final Reflection, cont. Can be applied to the three areas below:Personal and Professional DevelopmentSocial ImpactAcademic EnhancementWe ask them to apply to two of the three.

71 Ethics and Social ResponsibilityConnecting ethics to design and need to be social responsibleProfessional responsibilityProfessional Codes of EthicsNeed to consider more than just codesEthical FrameworksMoral decision making process

72 Option: Textbook Readings and ReflectionsLima and Oakes “Service-Learning: Engineering in Your Community”Readings to supplement lecturesReflections on reading and lab workTargeted readings for team rolesLeadersPartner liaisons

75 Team Roles: Advisors Grading Faculty play key roleAdvising teams in areas of expertiseAcademic credibilityIndustry advisorsNon-faculty advisors with expertiseCo-advisors from complementary disciplinesMeet with team weeklyGradingHmmm—not sure about that statement: responsible for progress of team and individuals (oversees)

76 Team Roles: TAsTechnical guidance to supplement background of advisorsAdministrative assistance for operation of program: one “administrative TA” assigned to each teamTalent pool for all teams to tapOffice hoursSkills sessionsLab oversightGradingdesign notebooks, reflections, etc.

83 Reflection/Worksheet QuestionQ5. What are the student outcomes for my program/course(s)?Q6. Are there current courses or course structures that can be modified to integrate this model course or program?Yes  What modifications need to be made to the course(s)?No  What type of course(s) would be needed to meet these needs? Can one course be created to meet these needs or is a series of courses or program required?Use this course/these ideas in the rest of the exercise.

84 Reflection/worksheet QuestionQ7. Does my proposed course/program satisfy the core values?Which goals does it incorporate nowHow do you see it evolving to incorporate other goals?

85 Begin Final Presentation PosterUniversity College Description – what are strengths, needs, drivers?What courses will be used?What potential project partners? Assets and needs of these organizations.What is overall outline for the poster?Lets give the outline for the poster and indicate what they need to do for day 1

89 What to AssessStudents are given academic credit for mastering course content,Not for the service they provide for the communityStudents are therefore assessed on their demonstrated mastery of course content

90 EPICS Course Outcomes1. Application from the discipline to the design of projects2. Understanding of design as a start-to-finish process3. Identification and acquisition of new knowledge4. Awareness of the customer in engineering design5. Functioning on multidisciplinary teams contributions from other disciplines6. Effective communication with different audiences7. Awareness of professional ethics and responsibility8. Understanding of role of discipline in social contextsi. applies material from their discipline to the design of community-based projectsii. demonstrates an understanding of design as a start-to-finish processiii. an ability to identify and acquire new knowledge as a part of the problem-solving/design processiv. demonstrates an awareness of the customer in engineering designv. demonstrates an ability to function on multidisciplinary teams and an appreciation for the contributions from individuals from other disciplinesvi. demonstrates an ability to communicate effectively with audiences with widely-varying backgroundsvii. demonstrates an awareness of professional ethics and responsibilityviii. demonstrates an appreciation of the role that their discipline can play in social contexts

91 Multidisciplinary AssessmentsEPICS projects require multidisciplinary approachesAssessing students from different areas requires their own learning objectives in their “own language”Freshman vs. seniorOne vs. two creditsEngineering vs. other majorsImportant to be specific about expectations and outcomesConvey expectations early and throughout semesterJames has graphic

95 Grading SummaryStudents’ work in EPICS is assessed based on five evaluation criteria:AccomplishmentsProcessCritical ThinkingTeamwork/LeadershipCommunicationSee Grading Guidelines in Assessment section

96 Individual Grade Quality and quantity of documentedIndividual accomplishmentsLearning and skill developmentTeam’s accomplishments.Juniors/Seniors must show initiative for an AFirst-year/Sophomores can get an A following and meeting expectations

97 Example Grading GuidelineA junior/senior student who receives a grade of A in EPICS must exceed overall expectations and demonstrate and document excellent achievement in each of the following areas:Accomplishments: Responsibilities associated with project work are appropriate, but ambitious for junior/senior course level, major, semester in EPICS, and number of credits. Individual contributions to and/or ideas about the project are excellent and has a significant impact on design and/or deliverables. Excellent understanding of relevant discipline-specific issues related to the project. All work is documented, and significant contributions related to the project are incorporated into the digitally archived design documentation.Process: Demonstrates and documents an excellent understanding of the processes inherent in design and an ability to employ these processes in the development of the project.Replace with Dulcy’s slides—she will send them

98 Example Grading Guideline, cont.Reflective/Critical Thinking: Demonstrates and documents an ability to think critically about many of the disciplinary, social, ethical, personal, and interpersonal aspects of the project, project partner, and their relationships.Teamwork/Leadership: If applicable, puts forth excellent effort to fulfill responsibilities associated with team position. Demonstrates initiative and excellent participation in class and group work. Shows a willingness to work with other team members, within and/or outside of formal team roles, to accomplish team goals and leads when appropriate. Promotes team unity. Excellent attendance. Assists others to learn new skills.Communication: Communicates very effectively both written and orally, formally and informally, to all audiences: people familiar with project, and those who are not; people with both similar and different backgrounds; to teammates and to external people; to those who will be asked to continue your project in the future.

100 Individual Evaluation RubricDirections: Students mark an “X” and Advisors/TAs mark an “O” in the appropriate box for each criterion. Each of the criterion should be evaluated considering the student’s course level, major, semester in EPICS, and number of credits.ExcellentGoodAdequateLow passingA+AA-B+BB-C+CC-D+DD-FAccomplishments: Individual contributions to the project and impact on design and/or deliverables. Understanding of relevant discipline-specific issues related to the project. Documentation of individual work and incorporation into project documentation.Process: Documented understanding the processes inherent in design and an ability to employ these processes in the development of the project.Reflective/Critical Thinking: Demonstrates ability to think critically about many of the disciplinary, social, ethical, personal, and interpersonal aspects of the project, project partner, and their relationships.Teamwork/Leadership: Initiative and participation in class and group work. Works with and helps other team members, within and/or outside of formal team roles, to accomplish team goals. Lab and project meeting attendance. If applicable, leadership and fulfillment of responsibilities associated with team position.Communication: Written and oral communication, both formally and informally, to all audiences: people familiar with project, and those who are not; people with both similar and different backgrounds; to teammates and to external people; to those who will be asked to continue your project in the future.

101 Individual Evaluation Rubric, cont.Students:Overall grade you believe you have earned to this point in the semester: _____Why? Please include specific examples of “Excellent”, “Good”, “Adequate”, or “Low Passing” (whichever corresponds to the grade you have given yourself) Accomplishments, Process, Reflective Thinking, Teamwork/ Leadership and/or Communication in the box below. Please also include any additional information that was not reflected in the evidence you provided.Advisors/TA:Grade earned to this point in the semester: ____________________Explanation for grade (in box):

103 Mid semester Grading All resources and artifacts evaluatedSelf assessments evaluatedStudents provided with a team and individual grade or range and commentsWhat would they have to do to improve?Feedback often provided in individual meetings with studentsCalibrates students and facultyProblems can be identified earlyNeed for documentation reinforced

104 Final Grading Repeat process for mid-semester gradesFinal self-assessmentUse mid-semester evaluations as a basisStudents addressed concerns over the last half of the semester?Emphasis on documentationDo the artifacts represent their level of work?Some advisors provide students with comments and/or conduct exit interviews

105 ABET, Senior Design and EPICSEPICS projects are well-matched to the ABET criteria.Customer-driven service-learning means that each team has a different project and that each student may have a different role on the team.This variability requires procedures for assessment, tracking, and documentation of projects and of student outcomes.Link with a-kSee “Capstone Course” tab

106 Senior Design and EPICSSenior Design option for ECE, IDE and CS students (currently)At least three credits over two semesters of EPICSDocuments used track progress/completionProject ProposalIndividual document that provides early feedback on project appropriateness (Significant design experience on a suitable project)Outcomes MatrixIndividual document that demonstrates all outcomes were met over the two semester experienceProject DescriptionCommon document used by ECE, adopted by other departments, to describe how project teams have met outcomes

109 Outcomes CertificationOutcomes record maintained by studentsContributions listed as completedReviewed by TAs and team advisorSemester-end and year-end review by EPICS administrationEPICS Admin support for advisors not from senior design majorSee examples of Outcome Matrices and Project Descriptions in “Capstone Course” tab.

111 Reflection/worksheet QuestionQ9. How will you assess student outcomes and course content?What existing materials or process are in place to use?What new materials or processes are needed?Q10. How will grades be assigned?****Not sure about doing Question #5 here…….

112 Research-informed AssessmentIntroduction to Carla and James research. What we are teaching is based on doing but also on research…. Research informs the way we make changes to enhance the deliver in EPICS (and other courses)

116 Outcome Space of Students’ Experience of Human-Centered DesignImmersive“Critical”Seven categories of description formed an outcome space that was two-dimensional, distinct, but not independent axes. Suggest a number of things.Both design and “understanding of the users” aspect reflected in experiences.Development of both are related.Both are needed in development of more comprehensive way of understanding HCDCategories of description define more comprehensive ways. The defines not only what it means to have a more comprehensive ways, but what are the typical pathways.Categories which emerged reflected aspects of needing to overcome certain threshold concepts. Implications for tech and service, but also in other categories related to transformative experiences.Results suggest that critical or immersive experiences involving real clients and users were important in allowing the students to experience human-centered design in more comprehensive ways.All students in “Commitment” had critical experience.Sejal’s wake-up callAll students in “Empathic Design” had immersive experiencesRapid prototyping experienceAssessment trip to developing country

118 Selecting Community PartnersCriteria for selecting community Project Partners:Project partner commitment to work with studentsSignificance - greatest benefit to the communityLevel of technology - challenging but within the capabilities of undergraduatesExpected duration - a mix of short and long-term projectsMatch with student and advisor populationCriteria for selecting community Project Partners:Project partner commitment – commitment of individuals in the partner organizations to work with studentsSignificance - partners whose projects should provide the greatest benefit to the communityLevel of technology - projects challenging to, but within the capabilities of, engineering undergraduatesExpected duration - a mix of short- (one semester to one year) and long-term (multi-year) projectsMatch with student and advisor population

119 Working with Community PartnersSetting expectations from the outsetInteractions/expectations between you and partnersInteractions/expectations between students and partnersSingle point of contact with community organizations – “project partner liaison”Follow up regularlyAssess partners’ experience: Feedback on students and programMemorandum of understanding

120 Sustained PartnershipsValue for community organizationsNot-for-profit staffs are stretchedCreating partnerships takes resourcesCommunities need payback on investmentValue for EPICS faculty and staffNot starting over each semesterEasier to manageValue for studentsLong-term projectsCurricular threadExtended community engagement

121 Local and Global OpportunitiesComplementary opportunitiesCompelling needs to learn and apply knowledge to designsConnecting disciplines (engineering) with needs of peopleLocal projectsPedagogical advantage to teach design with frequent interactions with usersAffordable with low/no transportation $Local benefits seen by campus and communitySeeing needs everywhere (here)***picture overlaps

122 Local and Global OpportunitiesCompelling needs on larger scalesHigher interest among students and fundersEasier for students to see?Global experiences and competenciesPartnerships and SustainabilityPartner with local universitiesEPICS global, local universities providing links and supportJoint project opportunities, domestically and globallyNeeds work

129 Early EPICS OrganizationDepartmentCo-Directors (faculty)Part-Time Lab ManagerProgramCoordinator****should we keep “Advisory Council” ???? -- not currently active, but has been a part in the past.AHead TAFaculty &IndustryAdvisorsLab UGTAsCommunityPartnersStudent IssuesTAs

130 EPICS Organization Dean of Engineering Advisory Council CurriculumCommitteeDirector William OakesAcademicAdministratorLabManagerProgramCoordinator****should we keep “Advisory Council” ???? -- not currently active, but has been a part in the past.CHANGE this slideHead TAFaculty &IndustryAdvisorsLab UGTAsCommunityPartnersOffice staffTAs

131 EPICS Organization Dean of Engineering Advisory Council CurriculumCommitteeCo-Director Carla ZoltowskiDirector William OakesGlobal Initiatives Dulcy AbrahamLab Manager (as of 7/1)Program CoordinatorPam Brown****should we keep “Advisory Council” ???? -- not currently active, but has been a part in the past.Faculty &IndustryAdvisorsHead TALab UGTAsCommunityPartnersOffice staffTAs

133 Administration: Instructional StaffTAs based on student enrollment and disciplines/expertise needed by the teamsEE, CmpE, CS, ME, CE, Sociology, EducationTAs funded through departments and by EPICSStarted as matches from grants, migrated to institutional support, based on enrollment formulaAdvisors assigned by departments, in consultation with EPICS administrationMatches from grants => institutional supportNegotiated teaching credit based on parity with other design courses1 team for 1AY = 1 traditional semester courseConduct TA and Advisor training/development workshops

134 Administration: Community Partners & ProjectsCommunity partner identification and selectionWeb form that potential partners can completeHold Harmless and checks needed for partnerCommunity relations and managing partnershipsCelebration of partnerships (“Partnership Dinner”)Delivery processDelivery checklistCustomer Satisfaction survey“I made a difference” T-shirts for teamSample forms on the EPICS website and notebook

135 Administration: Funds for Project ExpensesReal projects are done for not-for-profits at no cost to the partnersRequires funding for materialsSponsorships of teams for supplies~$2000 per teamCurrently have corporate sponsors for 10 teams ($5000/year)Larger expenses from outside fundingE.g., Habitat for Humanity home, wetland, deployed homelessness network, classroom furniture

137 Administration: SpaceAdministrative spaceCoordinator, lab manager, TAs, UGTAs to helpLab space for students to develop and build projectsManaging accessMeeting roomsNot traditional classroomsStorageEquipmentProjects in assembly and those returned from the field for repair and/or redesign

138 Administration: Curricular and ProgrammaticManagement of EPICS Curriculum committeeWorking with curriculum committees of schools, departments, etc. to include in curriculum and determining “how it counts”Collection of metricsReporting requirements

144 Reflection/worksheet QuestionQ11. What administrative aspects will you be able to manage with current faculty and staff? What additional resources will you need to seek?****Not sure about doing Question #5 here…….

146 Building Institutional SupportBarriers and enablers on each campusWhat are they for your campus?What will each stakeholder gain from your EPICS program? (last question on the worksheets)Use the institutional processese.g. curriculum committees for accountabilityShort cuts may undermine your efforts

147 InstitutionalizingLook for enablers or other initiatives that can help your effortsEntrepreneurshipDiversity or retention effortsAccreditationCross-disciplinary effortsGlobalEngagement and outreachParticipate and be part of the campusGet in media and university/college talking points

148 Institutionalizing Identify advocates ResearchCorporate partners and advocatesCommunityAdministrativeSenior/respected facultyKey disciplinesResearchEducation and outreach components for large grants and centersEarly career facultyNSF CAREER Awards

149 Purdue Experience: ChallengesCreating new curriculum structures to support long-term projects: multi-semester, multi-class, multi-disciplinaryUnderstanding community partnershipsDeveloping protocols for off-campus projects and liabilityEvaluating and documenting student outcomesValuing “professional” skillsAchieving multi-disciplinarityBecoming “sustainable” with fundingSpace as we (and the projects) have grownTechnological Sandbox

151 Barriers: Academic IssuesProjects originating in the community (v.s. designed by engineers)Develop criteria for suitable projectsCommunicate with the community partnerInclude educational requirementsRefer academically unsuitable projects to a more appropriate organizationShow off outstanding projectsBreak down the semester barrierStart small and build

153 Barriers: Academic IssuesMultidisciplinary projects and teamsLots of conversations with Deans and HeadsMeetings with curriculum committees to establish credit in departmentsOpportunity for college outcomes and core requirementsFaculty and TAs from diverse disciplinesIndustry advisorsTeam tools to foster respect for diverse team membersFaculty and TA training

155 Practical StrategiesArticulate the benefits, starting with learning objectives and outcomesParticipate in engagement/outreach activities“Money talks”: bring in government grants and corporate giftsEnlist corporate advocatesEnlist community advocatesAssess with rigorIt’s academia: publish in education and discipline-specific venues… Be successful

159 My BackgroundProfessor in Civil Engineering/ Construction Engineering and ManagementResearch interests in infrastructure renewal  a life-cycle approachLink with EPICS  alignment with my passions as an educator  realms of learning, research and broader engagement with stakeholders – nationally and internationally“Giving much, gaining more”Add what you want to say about yourself

160 Engaging Faculty - Teaching CreditEPICS counts as teaching credit in many departments½ a course based on the lower credit hours for EPICSSome do it as overloadEngaged in other things they don’t want to give upTeaching credit is good but assigned faculty can be a problemNegotiate with departments who is assignedFaculty need incentivies. One way is teaching credit. EPICS at Purdue counts as ½ a course, which is about right based on student/credit hours. Many still do it as an overload as they don’t get out of things because they don’t want to stop other things. It should be mentioned that assigning faculty to the course doesn’t always work if they don’t want to be there.

161 Engaging Faculty Connecting with broader interestsGlobal and local projectsInterested in combining global interest and course structureFuture faculty developmentIntegrating with other interestsSome use EPICS as a way to connect teaching with their own community interestsFaculty need incentives and sometimes it is their own interests. The global thing is what got you involved at first. Others look at this as something they are interested in, based on where they volunteer or have kids.

162 Connecting with researchEPICS projects that align with researchImage processingChemical sensor developmentWater qualityEducation and outreach components for research grantsNSF CAREER AwardsBiomedical outreach – interactive cell demonstrations for museumsNano-technology outreachElectric vehicle battery developmentEarthquake centerPurdue research is king (or queen) and connecting it to research is important and a way to engage faculty. Some EPICS projects involve research areas while others are education and outreach components added to proposals.

163 Adapting to faculty culturesPurdue’s EPICS Program is designed to allow faculty focus on the project and studentsMaking it look close to a more traditional design courseProvide curriculum and assessment materialsSelect and manage the partnerships with the communityGraduate teaching assistants help with the teams and gradingFollows pattern for other classes at our campusEPICS is designed to make it as easy as possible for faculty, as close to a traditional course as possible. Purdue faculty are not usually asked to do a lot of grading and TA’s are assigned to do that. I intended to talk about how our faculty culture places constraints on us and influences how we design our program.

165 Reflection Question Question #8What institutional cultural issues need to be considered to implement EPICS?What are the typical teaching loads?What support is typical provided for teaching?What connections could be made to encourage faculty to participate?

166 Complete Poster for Final SessionWho are possible community partners?Describe potential project(s)Questions? Barriers?

167 Raising Funds for Your ProgramFundraisingEPICS:Raising Funds for Your Program

171 Basic Fundraising OverviewSo, how do you get started?It’s all about building and maintaining relationships.Internal championsExternal championsMake connections

172 Getting Down to the DetailsBuilding and maintaining relationships:Think about the four I’s…Information develops interest. Interest leads to involvement which you hope will turn into investment.And the fifth I is Impact. Show what Impact your program has – on the student, on the community, on the university, on the world!

178 Corporate FundingWork with Corporate Relations and Development staff at your institution.Remember the four I’s…Funding templatesMany companies support service-learning and engineeringShare contacts and look for commonalityCorporations partner with specific campuses

183 Stewardship Don’t forget the fifth I!!! ImpactDid you do what you said you would?Stewardship reportsKeep informedOpportunities – corporate partnershipsProgram statusSuccesses and challengesSet a baseline for communication with sponsors, minimum once a year. Be sure to be open about challenges and set backs. Funders would prefer an honest update to silence.

184 Summary Need a team approach to fundraisingDefine processes and identify resourcesGet on the lists of opportunities for your institutionDifferent appeal to donorsAvoid “zero sum” mentalityOpen new sources of fundingDemonstrate impact!

186 Grading Summary, cont.Student work is considered at both the Project and Individual level. The following artifacts will be used for assessment at the different levels.ProjectProject Artifacts (prototypes, demos, completed projects, etc)Design DocumentationDesign Review PresentationsProject Partner Communications (presentations, meetings, memos, feedback, etc)Project Evaluation Rubric: provides summary and self-evalutaion of project plan and accomplishmentsIndividualNotebook, blog, other posted workFinal ReflectionPeer Evaluation/Feedback: both your evaluation to others and others evaluation of youParticipation (lab, project team, and lecture)Individual Evaluation Rubric : provides summary and self-evaluation of work completed and planned

187 Service-Learning DefinitionWe define service learning as a type of experiential education in which students participate in service in the community and reflect on their involvement in such a way as to gain further understanding of course content and of the discipline and its relationship to social needs and an enhanced sense of civic responsibility.- Hatcher and Bringle, 1997